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NORTH  CAROLINA 


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ADDRESS  BY  PRESIDENT  F.  P.  VENABLE 

The  University  was  re-opened  in  1<S75 — just  thirty-tive  years  ago. 
It  had  suffered  greatly  in  the  Reconstruction  Period.  The  old 
faculty  was  dismissed,  a  semblance  of  instruction  was  given  to 
diminishing  numbers  of  students,  dwindling  also  in  age  and 
preparation  until  the  end  was  reached  and  the  doors  were  closed. 
Sorrowfully  the  months  went  by  and  the  storms  beat  on  the  un- 
tenanted buildings,  shorn  now  of  their  glory,  and  with  only  the 
memory  of  the  many  noble  sons  wJio  had  once  thronged  their  halls 
and  gained  there  the  strength  and  inspiration  which  made  them 
great  in  their  country's  service.  The  winds  and  the  rustling 
leaves  whispered  of  Wilson,  the  devoted  missionary;  of  Bishops 
Green  and  Otey  and  their  great  worlc  fen- church  and  education;  of 
James  K.  Polk,  who  had  ruled  the  nation;  of  Leo^niilas  Polk,  the 
beloved  Bishop-General ;  of  Graham,  who  had  st)  wisely  ordertd 
the  opening  of  Japan;  of  BenUin,  the  great  Senator;  of  King,  the 
Vice-President;  of  Murphey  and  Yancey  and  Wiley,  who  had 
wrought  for  the  education  of  all  the  people;  of  Gaston  and  Badger 
and  Ruffin,  the  great  jurists;  of  Pettigrew  and  Vance  and  a  host 
of  others  whose  names  now  cluster  as  stars  on  the  walls  of  Memorial 
Hall. 

All  were  gone,  the  campus  deserted,  the  buildings  open  to 
storms  and  wandering  strangers,  apparatus  broken  or  carried  oli', 
and  this  mother  of  generations  of  noble  sons  sat  desolate  in  the 
ashes  of  her  past. 

How  long  were  these  halls  to  lie  silent  to  the  tread  of  eager  youth 
who  would  foUow  in  the  footsteps  of  their  fathers  ?  How  long 
could  the  people  of  the  State  afford  to  have  the  training  school  of 
their  leaders  empty  ?  How  could  the  sons  who  loved  her  see  their 
mother  in  helpless  and  shameless  neglect  ?  These  were  the  cries 
tha,t  echoed  throughout  the  State.  The  doors  must  be  opened  and 
the  work  begin  again,  was  the  answer.  Out  of  the  war  stricken 
poverty  her  sons  gave  for  her  restoration,  and  out  of  a  looted 
treasury  the  people  of  the  State  contributed  to  her  support,  and 


the  mother  of  the  century  past  took  up  her  work  again  that  she 
might  become  the  mother  of  the  centuries  yet  to  be. 

And  80,  in  1875,  with  some  half  dozen  strong,  unselfish  teach- 
ers, and  little  more  than  half  a  hundred  students,  the  University 
began  to  rebuild  its  fortunes  and  to  occupy  again  its  sphere  -of 
service.  Its  equipment  was  very  limited,  and  those  were  days  of 
poverty  and  most  rigid  economy.  We  rejoice  that  he  who  so 
wisely,  skillfully  and  lovingly  directed  the  progress  of  the  struggling 
institution  is  still  with  us  in  hale  and  hearty  old  age.  I  know  of 
no  one  else  who  could  have  borne  the  burdens  and  safely  weathered 
the  difficulties  of  those  trying  days. 

There  were  at  least  three  reasons  why  the  process  of  rebuilding 
was  slow.  In  the  first  place,  there  was  unwise  opposition  on  the 
part  of  some  who  felt  this  to  be  demanded  of  them  by  loyalty  to 
other  institutions.  This  rose  from  a  mistaken  idea  of  competition 
and  conflict  of  interests.  It  has  taken  many  years  for  the  truth 
to  come  out  clearly  that  this  is  not  competition  in  the  unworthy 
sense,  but  rather  an  emulation  in  service  which  should  be  only 
noble  and  generous.  As  President  Alderman  once  said,  these  in- 
stitutions are  like  light  houses  sending  out  streams  of  light  into  the 
darkness  of  night.  In  the  work  of  saving  and  the  fight  against 
the  darkness  of  ignorance  there  is  no  time  for  unkind  rivalry,  but 
only  for  thankfulness  that  others  are  engaged  in  the  glorions  work. 
And  another  fact  has  become  clearer  mth  the  years.  The  church 
institutions  have  not  failed  or  suffered  because  of  the  re-opening 
of  the  University  and  its  growth.  On  the  contrary,  they  have 
prospered  with  the  prosperity  of  the  University,  and  as  it  grew 
and  its  influence  strengthened,  they,  too,  have  grown  until  their 
halls  are  overflowing  with  those  who  seek  in  them  their  training. 
Personally  I  rejoice  in  their  prosperity,  and  would  bid  them  God- 
speed in  their  work.  The  University  welcomes  their  aid  in  this 
work — a  work  so  great  that,  as  President  Alderman  has  said,  the 
very  angels  might  envy  men  such  service. 

A  second  obstacle  to  the  growth  of  the  University,  interfering 
with  its  proper  support  by  the  State,  was  the  slowness  on  the  part 
of  the  people  to  appreciate  the  value  of  education,  and  to  realize  that 
jt  wafl  well  worth  paying  for.     The  people  were  so  poor  that  the 


tjpe  of  stitrpmen  fonnd  irrnpt  fnvor  with  tbcm  who  FuniTTird  up 
thi'ir  highest  statocraft  in  the  opposition  to  all  oxpenditure. 
GrailuiiUy  they  learned  that  they  were  too  poor  not  to  pay  for  an 
edueation,  and  a  new  generation  of  liusiiiess  men  arose  who  under- 
stood tliat  the  suocess  and  prosperity  of  an  individual  depended 
upon  the  wise  expenditure  of  money  rather  than  the  nieie  saving 
of  it. 

It  was  necessary,  too,  that  out  of  that  little  hand  who  gathered 
here  at  the  re-opening,  such  men  as  Alderman,  Molver,  Aycock 
and  Joyner,  sliould  come  forth  furnished  for  the  service  of  the 
people  that  they  might  recognize  the  incomparable  returns  which 
could  come  from  the  insignificant  expenditure  in  dollars  and  cents 
which  their  training  had  cost  the  States.  The  service  of  one  such 
man,  if  it  could  he  measured  in  terms  of  money,  far  outweighs  all 
that  the  University  may  have  cost  the  State.  And  instead  of  one, 
there  are  dozens,  aye  hundreds,  of  strong  men  who  have  been 
trained  here  for  her  service. 

The  third  reason  for  meagre  support  was  that  the  State  was  very 
poor  and  had  little  to  give  from  her  empty  treasury.  Those  were 
hard  and  trying  days,  but  they  ma<le  for  manly  grit  and  strength 
aTid  the  simple  virtues.  The  untiring  industry  and  devotion  of 
the  President,  the  self-sncrificing  labors  of  the  faculty,  the  loyalty 
of  the  students  were  beyond  all  praise. 

The  first  Constitution  of  the  State  declared  that  "all  useful 
learning  shall  be  duly  encouraged  and  promoted  in  one  or  more 
universities."  More  than  a  century  later,  the  people  of  the  State, 
descen<lants  to  the  third  and  fourth  generation  of  the  brave  men 
who  won  our  freedom  and  framed  this  constitution,  were  facing 
the  problem  as  to  how  this  provision  was  to  be  carried  out.  The 
century  had  brought  changed  conditions  and  larger  ideals.  Scien- 
tific and  practical  training  in  agriculture  and  the  technical  trades 
and  arts  were  demanded  if  we  were  to  compete  on  equal  terms 
with  our  neighbors  and  the  higher  education  of  women  was  their 
simple  right  which  men  had  long  denied  them.  Was  there  to  be 
one  University  or  more  ? 

The  one  already  established  was  struggling  with  poverty.  Con- 
siderationei  of  eoonomy  might  have  led  to  a  strengthening  of  this 


one,  combining  and  concentrating  all  educational  work  at  one 
centre,  thus  avoiding  duplication  and  possible  w  aste.  There  would 
have  been  abundant  precedent  for  such  action  in  the  useful  and 
growing  institutions  established  in  other  States.  Still  the  question 
was  an  open  one.  In  some  States  the  combination  had  not  proved 
a  success,  and  the  University,  aided  by  the  Land  Scrip  Fund,  on 
its  re-opening  had  struggled  in  v^in  with  the  problem  of  developing 
the  side  of  Agricultural  Science. 

Whatever  were  the  considerations,  the  State  decided  to  develop 
independently  these  three  branches  of  education,  one  at  Raleigh, 
and  one  at  Greensboro,  in  addition  to  the  one  already  ePtablished 
at  Chapel  Hill .  I  am  convinced  that  it  was  a  wise  and  far-sighted 
policy.  I  do  not  for  a  moment  believe  that  the  development  which 
has  been  attained  ct)uld  possibly  have  been  reached  if  concentrated 
at  Chapel  Hill.  The  State  has  contributed  generously  out  of  its 
limited  means,  and  three  men  instead  of  one  have  given  every 
thought  and  energy  to  this  building  up.  The  duplication,  if  any, 
has  meant  slight  loss  compared  with  the  great  gain  in  strength  and 
purpose  and  power. 

These  three,  the  Normal  College  for  Women  at  Greensboro,  the 
Agricultural  and  Mechanical  College  at  Raleigh,  and  the  Uni- 
versity at  Chapel  Hill  constitute  the  State's  Greater  Univer- 
sity, and  the  wise  constitutional  provision  of  the  forefathers  has 
been  fulfilled.  It  is  important  that  the  people  of  the  State  and 
the  institutions  themselves  should  realize  their  oneness  of  purpose 
and  destiny,  their  essential  unity  in  everything  except  name  and 
immediate  control.  Th»y  have  been  established  that  they  might 
provide  instruction  in  all  useful  learning  for  all  the  people.  And 
back  of  these  institutions  is  an  extensive  and  costly  system  of 
primary  and  secondary  schools. 

Now,  this  is  a  large  contract  for  the  State  to  undertake,  and  in- 
volves a  heavy  financial  burden .  Let  us  look  at  it  for  a  moment 
and  see  whether  it  is  necessary  for  the  State  to  do  this.  Every 
good  business  man  would  submit  the  proposition  to  a  rigid  ques- 
tioning, and  unless  the  State's  affairs  are  conducted  on  business 
principles,  all  statecraft  is  in  vain. 

Our  Government  is  of  the  people,    by    the  people,   and   for  the 


people.  Pan  tho?e  xrho  Vicliovo  in  Dnmnrrnry  nnrl  hopr  frr  •*? 
success,  face  CMliuly  the  possiliilily  of  ;iii  it^iiDiiuit  people  willi  lin- 
truiiieil  le;ulers  ?  Wluit  wouM  save  llicin  fmni  tlie  qiiaclc,  tlie 
cliarlatail,  the  deliiauogue  ?  Ilmv  lini^,'  w.niM  lliey  H'lnain  a  fri  e 
people  in  the  presence  of  designing  anil  amhitiuns  men  ?  And 
can  it  he  denied  that  while  ignorance  itself  is  n^'t  a  vice,  it  is  at 
the  root  of  nnich  of  it?  Our  people'^  go\er,inicnt  can  rise  no 
higher  than  the  people  who  compose  it,  and  our  liherty  is  ahso- 
luiely  <lepen(lent  upon  the  enlightenment  of  the  governed.  If  tliis 
is  douhted,  consider  the  relative  possihililies  of  a  republic  in 
Winconsin  and  Liberia. 

Then,  too,  in  the  sharp  competition  of  the  present,  destined  to 
be  still  more  rigorous  in  the  future,  what  hope  would  there  be  for 
North  Carolina  to  keep  up  in  the  race  with  an  unti'ained  citizen- 
ship ?  \\'ill  any  State  deliberately  choose  to  he  the  lowest  rung  on 
the  ladder,  a  hewer  of  wood  anil  drawer  of  water  for  the  others, 
laboriously  furnishing  the  raw  material  for  the  more  skillful 
fingers  and  more  ingenious  brain  to  fashion  into  useful  form  ?  It 
surely  is  not  necessary  to  delay  further  over  these  arguments,  made 
familiar  in  every  corner  of  the  State  by  the  recent  campaign  of 
education.  No!  we  are  all  agreed  now  that  the  people,  all  the 
people,  must  be  educateil  and  trainetl  to  the  fullillment  of  the 
promise  of  all  of  their  God-given  pt)wers. 

Granted  the  need,  then,  can  the  State  with  any  propriety,  justice 
or  hope  L>ok  to  any  one  else  to  do  this  work  of  educating  her 
people?  Remember  that  the  system  is  one  complete  whole,  each 
part  essential,  and  all  suffermg  in  the  injury  to  any  part. 
First,  there  are  primary  schools  for  all  the  children;  then 
secondary  schools  for  the  more  gifted  or  the  more  fortunate,  and 
then  a  further  elimination  and  survival  of  the  fittest,  a  small 
chosen  band  is  left,  about  one  in  two  hundred  and  fifty  of  the 
original  number,  to  enter  the  tri-partite  University.  The  Greater 
University  will  have  no  material  to  train  unless  the  schools  furnish 
it,  and  the  schools  can  have  no  competent  teachers,  nor  wise  super- 
vision and  guidance,  nor  inspiration  and  hope,  without  the 
University.  And  who  can  say  how  greatly  the  coming  of  fit 
echoolg  for  u.ll  the  people  would  have  l>een  delayed   ba<l   uot  the 


University  trained,  inspired,  and  sent  forth  such  men  as  Murphey, 
Wiley,  Alderman,  Mclver,  and  Joyner? 

Can  the  churches  undertake  this  great  task  and  burden  if  the 
State  declines  the  responsibility  ?  To  anyone  who  understands 
the  situation,  this  means,  of  course,  white  churches,  and  a  care- 
ful statistician  stated  the  other  day  that  the  white  churches  in- 
cluded in  their  membership  less  than  fifty  per  cent  of  the  adult 
white  population  of  the  State.  If  the  churches  abandoned  all 
evangelistic  and  similar  noble  work  which  they  are  trying  to 
carry  on  in  fulfillment  of  their  great  mission,  they  would  still  be 
unable  to  do  this  work  of  education  as  it  should  be  done,  and  it  is 
not  just  nor  fair  to  lay  the  burden  upon  them.  But  there  is  still 
a  graver  question  than  the  financial  one.  While  church  support 
might  seek  to  instill  more  of  religious  forms  in  education,  there  are 
many  divisions  in  the  church,  and  it  would  much  more  surely  in- 
troduce an  era  of  dogma  teaching  with  just  such  bitter  animosity 
and  hopeless  breaches  as  were  aroused  in  the  Dutch  Republic. 
Then,  too,  what  is  to  become  of  the  fifty  odd  per  cent  of  the 
population  which  are  neither  members  nor  adherents  of  any 
church  ? 

Practically,  the  only  part  of  the  field  which  the  churches 
attempt  to  cover  today  is  that  of  collegiate  education,  many  of  the 
secondary  or  high  schools  which  they  had  built  having  been  turned 
over  to  the  State  for  lack  of  funds  to  support  them.  There  are  in 
the  church  colleges  today  about  one  half  of  the  youth  of  the  State 
who  are  seeking  a  real  college  education,  and  yet  some  of  the 
denominations  are  taxing  themselves  to  the  utmost  to  do  even  this 
part  of  the  work,  as  witness  the  strenuous  efforts  on  the  part  of 
several  of  them  to  increase  endowments  which  are  avowedly  much 
below  their  needs.  I  repeat  that  this  is  a  good  work,  and  the 
State  welcomes  their  assistance.  How  far  it  is  the  wisest  expendi- 
ture of  their  means  is  a  question  for  the  denominations  themselves 
to  decide. 

If  the  State  declines  to  educate  her  people,  and  the  churches 
cannot,  there  remains  but  one  other  agency.  The  great  task  must 
be  undertaken  by  some  great  philanthropist  or  group  of  philan- 
thropists.    Let  us  ask  ourselves  candidly,  from  what   source  such 


aid  would  come  to  North  Carolina.  Who  will  pour  out  the 
nect'S^iary  millions,  iind  if  these  inillions  are  fortlicoming,  who  will 
control  and  direct  the  ediu^ition  given  ?  Dare  we  place  ourselves 
under  such  iin  ohligatioii,  and  take  any  chances  as  to  the  sutitle 
poison  which  may  be  instilled  into  the  minds  of  our  children  under 
the  guise  of  etlucation  ?  While  I  gladly  welcome  all  generous  aid 
to  us  in  our  work  at  the  University,  1  would  protest  against  the 
acceptance  of  any  gift  which  would  even  partially  divorce  this 
institution  from  the  support,  the  control  and  the  love  of  the  people 
of  North  Carolina  wlio  have  founded  it  for  their  children  and  their 
children's  children. 

Two  things  would  seem  to  be  clear  then:  The  work  of  educa- 
tion is  necessary,  and  this  work  must  be  undertaken  by  the  State. 
As  the  success  of  the  government,  the  progress  of  the  people  and 
the  future  of  our  children  depend  upon  its  being  well  and  thoroughly 
done,  it  is  folly  to  talk  of  any  half  way  measures.  At  all  costs, 
the  State  must  l)end  every  energy  to  the  carrying  on  of  this  work. 
Nothing  can  take  precedence  of  it,  nothing  can  be  so  important. 

We  are  proud  of  the  fact  that  a  substantial  school  house  has  been 
built  for  every  day  of  the  past  five  years — that  nearly  two  hundred 
thousand  good  books  have  lieen  placed  in  the  school  libraries,  in 
every  part  of  the  State,  that  the  school  term  has  been  greatly 
lengthened,  that  high  schools  have  been  established  in  every  county 
and  are  crowded  by  some  7, OOU  pupils,  where  a  few  years  ago  they 
numbered  only  a  few  hundred;  that  capable  teachers  nre  being 
secured  and  are  better  paid,  and  that  the  school  fund  has  more 
than  doubled  in  ten  years. 

Superintendent  Joyner,  in  his  report  to  the  last  Legislature, 
gives  the  total  available  school  fund  for  1906-1907  as  $2,863,217.79, 
and  for  1907-'0S  as  $3,294,230.70.  Tn  the  same  years  the  ex- 
penditures for  teaching  and  supervision  were  respectively  $1,691,- 
912.22  and  §1.815,357.98;  for  buildings  and  supplies  the  amounts 
were  §.582,061.41  and  8804,587.78.  The  value  of  all  school  prop- 
erty in  1907-08  was  $4,917,312,000.  These  figures  refer  to  the 
primary  and  high  schools,  and  do  not  include  the  colleges. 

What  is  the  inspiration  which  can  lead  to  such  a  generous  out- 
pouring of  tJie  people's  money  ?     What  has  convinced  the  people 


8 

that  they  must  have  this  thing  called  Education,  whatever  it 
costs  ?  One  or  two  ideas  must  be  clearly  grasped  before  we  can 
satisfactorily  settle  tliis  question.  First,  education  must  be  from 
above  downwards.  The  logical  relation  is  tenehnrs  first  and  then 
the  taught.  Our  forefathers  were  right  in  establishing  the  Univer- 
sity first.  There  cnuld  be  no  common  school  system  without  it, 
for  it  was  necessary  that  the  educated  should  be  scattered  among  the 
people  to  create  a  sentiment  in  behalf  of  education;  that  these 
leaders  in  every  community  should  show  by  their  successful  careers 
the  practical  value  of  an  education,  and  that  some  of  them  should 
serve  as  teachers  to  impart  to  others  the  education  which  had  been 
given  them. 

The  light  must  filter  from  above  downwards  until  no  dark  spot 
is  left  untouched.  Some  1,500,  or  nearly  1-6  of  all  the  teachers  in 
the  schools  of  North  Carolina  are  college  graduates,  and  one  half 
of  these  are  teaching  in  the  rural  schools.  It  is  reasonable  to  sup- 
pose that  a  much  larger  number  have  had  one  or  more  years  of 
college  training. 

Again,  is  it  not  true  that  these  children  are  crowding  into  the 
lower  schools  because  of  the  promise  held  out  to  them  that  they 
can  go  on  from  grade  to  grade  and  school  to  school,  even  through 
the  big  public  school,  which  forms  the  keystone  of  the  arch, 
drinking  in  all  useful  learning,  and  fitting  themselves  for  the  very 
highest  service  ?  Many  will  fail  in  this,  but  the  inspiration  is  for 
all.  Let  us  picture  to  ourselves  the  deadening  effect  if  the  promise 
failed  with  the  high  school  and  hope  ended  there. 

The  inspiration,  the  success,  then,  lie  in  the  complete,  rounded 
out  system,  and  chiefly  in  the  head  of  the  system  where  the  pur- 
poses and  hopes  are  centered.  Is  it  strange,  then,  that  I  am 
pleading  that  this  all  important  head  be  made  strong  and  worthy, 
able  in  every  way  to  do  its  work  ?  If  the  statements  which  we 
who  are  in  charge  of  the  divisions  of  the  Greater  University  give 
as  to  condition  and  needs  cannot  be  relied  upon,  then  let  others 
take  up  the  work  who  are  wiser,  only  do  not  permit  the  most  vital 
interest  of  a  great  State  to  sufiFer  through  neglect. 

What  is  the  condition  of  higher  or  collegiate  education  ?  The 
three  component  parts  of  the  Greater  University  have  been  ostab- 


ft 

lished  and  provided  with  moderate  equipment.  The  money  has, 
I  believe,  been  wisely  expemled.  and  every  dollar  made  to  bring 
in  its  utmost  return.  The  ainount.  however,  has  been  much  less 
than  was  deenieil  necessary  in  a  majority  of  the  other  States,  cer- 
tainly in  such  as  we  would  care  to  pattern  after.  I  do  not  wish 
to  stress  too  much  the  example  of  others,  though  we  cannot  safely 
igncne  this.  The  more  important  ((Ufstion  is  whether  the.se  insti- 
tutiims  have  been  eipiipped  sufficiently  for  them  to  do  their  work 
properly  and  efficiently,  and  meet  the  demands  made  upon  them. 
To  neglect  to  do  this  is  a  positive  injury  to  every  child  in  the  State, 
and  a  crucial  mi.^take  from  a  business  standpoint.  It  is  the  tes- 
timony of  those  in  charge  of  them  that  these  institutions  have 
been  insufficiently  equipped,  and  estimates  of  the  cost  of  additional 
equipment  needed  have  been  submitted.  Thej'  are  simply  over- 
taxed by  the  demands  made  upon  them.  Speaking  for  the 
Institution  iiitru.sted  to  my  care,  I  may  say  that  the  dormitory 
accommodations  are  sufficient  for  a  little  more  than  one  third  of 
the  present  number  of  students,  and  most  of  these  dormitories  are 
in  wretched  repair.  The  recitation  rooms  are  quite  inadequate, 
and  their  limited  number  fori)ids  the  proper  sub-division  of  the 
classes  for  the  l)est  work.  New  laboratories  are  urgently  needed 
in  several  depart  nents,  and  increased  pay  to  hold  the  teachers 
already  employed. 

The  University  is  suffering  from  its  very  success.  Its  halls  are 
overcrowded,  and  the  successful  working  of  the  State  system  of 
high  schools  means  still  further  crowding  in  of  those  who  would 
profit  from  the  advantages  it  offers.  Therefore,  it  has  reached 
again  a  criticnl  period  in  its  history,  and  the  question  arises  as  it 
did  at  its  re-opening,  What  are  the  people  of  the  State  going  to 
do  to  make  it  possible  for  the  work  to  go  on  ?  Can  they  afford  to 
allow  it  to  fail  for  lack  of  adequate  support  ? 

It  is  but  just  to  the  Legislatures  of  several  sessions  past  to  say 
that  they  have  recognized  the  needs  of  these  institutions  and  have 
done  what  was  possible  to  meet  them,  considering  the  many 
demands  for  carrying  on  other  work  of  the  State,  and  the  limita- 
tions of  the  State's  treasury.     The  problem  which  is  facing  every 


10 

one  now  is  whether  this  work  shall  be  limited,  other  calls  denied, 
or  fuither'means  provided  in  some  way. 

In  order  that  the  financial  stress  of  the  University  may  be  real- 
ized, and  the  diificultics  which  it  has  to  meet  in  carrying  on  its 
work,  I  have  secured  for  comparison,  figures  from  one  of  the  best 
known  universities  of  the  South,  with  which  it  might  well  be  ex- 
pected to  Compete  in  the  character  of  service  rendered. 

Income  Equipment 

University  of  Virginia,  S209,623  S2,577,000 

University  of  North  Carolina,  146,161  7y8,000 

These  figures  are  taken  from  the  Government  Report  for  1908- 
1909. 

In  the  eighty-five  years  of  its  existence  the  University  of  Vir- 
ginia has  received  from  the  State  a  total  of  $1,894,667.  In  one 
hundred  and  fifteen  years  the  University  of  North  Carolina  has 
received  from  the  State  for  equipment  and  support  $892,000,  only 
$160,000  of  which  has  been  given  for  buildings,  and  no  appropria- 
tion f(ir  a  building  was  made  before  1905. 

The  population  of  Virginia  in  1900  was  1,854,181  and  the 
assessed  valuation  of  property  in  1908  was  $541,456,220.  The 
population  of  North  Carolina  in  1900  was  1,893,810  and  the 
assessed  valuation  of  property  in  1909  was  $576,115,170. 

In  the  statement  of  income  of  the  University  of  Virginia  no 
account  is  taken  of  the  completi(jn  of  its  million  dollars  of  endow- 
ment nor  of  the  increased  appropriation  made  by  the  State.  This 
would  make  its  income  about  60  per  cent  greater  than  that  of 
the  University  of  North  Carolina.  I  do  not  think  that  the  figures 
require  further  comment. 

I  may  add  that  the  income  of  the  University  of  Texas  last  year 
was  $513,977.22,  or  360  per  cent  greater  than  that  of  the  Univer- 
sity of  North  Carolina. 

I  believe,  however,  that  the  citizens  of  North  Carolina  require  no 
such  incentive  to  do  their  plain  and  manifest  duty  to  their  children, 
and  that  they  will  grant  to  those  who  have  their  education  in 
charge  the  means  necessary  for  this  all  important  work . 


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